THE ART OF PUBLIC SPEAKING. J. BERG ESENWEIN DALE CARNAGEY

him dis-

      __________________________

      (high) | tinctly.

      |___________

      (low)

      tinctly.

      ____________

      And yet I told him dis- | (high)

      _________________________|

      (low)

      Now try this sentence by inflecting the important words so as to bring

      out various shades of meaning. The first forms, illustrated above, show

      change of pitch _within a single word_; the forms you will work out for

      yourself should show a number of such inflections throughout the

      sentence.

      One of the chief means of securing emphasis is to employ a long falling

      inflection on the emphatic words--that is, to let the voice fall to a

      lower pitch on an _interior_ vowel sound in a word. Try it on the words

      "every," "eleemosynary," and "destroy."

      Use long falling inflections on the italicized words in the following

      selection, noting their emphatic power. Are there any other words here

      that long falling inflections would help to make expressive?

      _ADDRESS IN THE DARTMOUTH COLLEGE CASE_

      This, sir, is my case. It is the case not merely of that humble

      institution; it is the case of _every_ college in our land. It

      is _more_; it is the case of _every eleemosynary_ institution

      throughout our country--of _all_ those great charities founded

      by the piety of our ancestors to alleviate human misery and

      scatter blessings along the pathway of life. Sir, you may

      _destroy_ this little institution--it is _weak_, it is in your

      hands. I know it is one of the lesser lights in the literary

      horizon of our country. You may put it out. But if you do you

      must carry through your work; you must extinguish, one after

      another, _all_ those great lights of science which, for more

      than a century, have thrown their radiance over our land!

      It is, sir, as I have said, a small college, and yet--there are

      those who _love_ it!

      Sir, I know not how others may feel, but as for myself when I

      see my alma mater surrounded, like Cæsar in the senate house,

      by those who are reiterating _stab_ after _stab_, I would not

      for this right hand have her turn to me and say, And _thou,

      too_, my son!

      --DANIEL WEBSTER.

      Be careful not to over-inflect. Too much modulation produces an

      unpleasant effect of artificiality, like a mature matron trying to be

      kittenish. It is a short step between true expression and unintentional

      burlesque. Scrutinize your own tones. Take a single expression like "Oh,

      no!" or "Oh, I see," or "Indeed," and by patient self-examination see

      how many shades of meaning may be expressed by inflection. This sort of

      common-sense practise will do you more good than a book of rules. _But

      don't forget to listen to your own voice._

      QUESTIONS AND EXERCISES

      1. In your own words define (a) cadence, (b) modulation, (c) inflection,

      (d) emphasis.

      2. Name five ways of destroying monotony and gaining effectiveness in

      speech.

      3. What states of mind does falling inflection signify? Make as full a

      list as you can.

      4. Do the same for the rising inflection.

      5. How does the voice bend in expressing (_a_) surprise? (_b_) shame?

      (_c_) hate? (_d_) formality? (_e_) excitement?

      6. Reread some sentence several times and by using different inflections

      change the meaning with each reading.

      7. Note the inflections employed in some speech or conversation. Were

      they the best that could be used to bring out the meaning? Criticise and

      illustrate.

      8. Render the following passages:

      Has the gentleman done? Has he completely done?

      And God said, Let there be light: and there was light.

      9. Invent an indirect question and show how it would naturally be

      inflected.

      10. Does a direct question always require a rising inflection?

      Illustrate.

      11. Illustrate how the complete ending of an expression or of a speech

      is indicated by inflection.

      12. Do the same for incompleteness of idea.

      13. Illustrate (_a_) trembling, (_b_) hesitation, and (_c_) doubt by

      means of inflection.

      14. Show how contrast may be expressed.

      15. Try the effects of both rising and falling inflections on the

      italicized words in the following sentences. State your preference.

      Gentlemen, I am _persuaded_, nay, I am _resolved_ to speak.

      It is sown a _natural_ body; it is raised a _spiritual_ body.

      SELECTIONS FOR PRACTISE

      In the following selections secure emphasis by means of long falling

      inflections rather than loudness.

      Repeat these selections, attempting to put into practise all the

      technical principles that we have thus far had; emphasizing important

      words, subordinating unimportant words, variety of pitch, changing

      tempo, pause, and inflection. If these principles are applied you will

      have no trouble with monotony.

      Constant practise will give great facility in the use of inflection and

      will render the voice itself flexible.

      _CHARLES I_

      We charge him with having broken his coronation oath; and we are

      told that he kept his marriage vow! We accuse him of having

      given up his people to the merciless inflictions of the most

      hot-headed and hard-hearted of prelates; and the defence is,

      that he took his little son on his knee and kissed him! We

      censure him for having violated the articles of the Petition of

      Right,